This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 17 titles deal with a variety of topics, including the following: (1) the effects of metacognitive comprehension monitoring strategies on fourth grade students' reading comprehension and recall performance; (2) elementary school readers' strategy use in reconstructing textual macrostructure; (3) the impact of prior knowledge and textual information ordering on recall of unfamiliar information; (4) a hierarchy among three reading comprehension subskills; (5) reading comprehension as a function of topic interest, sex, and reading achievement level; (6) using cognitive learning strategies to improve reading comprehension; (7) the effects of context on sixth grade students' ability to interpret metaphors and similes; (8) percept and imaginal representation of words as related to the reading process; (9) the impact of metacognitive processing on immediate and delayed memory of extended discourse; and (10) the effect of text organization on memory for verbal items. (MM)